In-service Teacher Development Research Articles

Music teachers’ professional development: assessing a three-year collaborative online course

ABSTRACTThe study examines the professional development of in-service advanced music teachers as a result of their participation in a three-year collaborative online course. A socio-constructivist theoretical framework was used for designing and implementing the course. Participants were 24 teachers (22 teaching instrumental music and 2 vocal music) enrolled in blended collaborative learning activities. A mixed research method was adopted for assessing the impact of the course on teachers’ attitudes and skills, including quantitative data (a close ended questionnaire about the quality of the online activities) and qualitative information (focus groups and interviews). Focus groups were conducted with teachers for collecting their satisfaction and perceived professional enhancement. School principals were interviewed to investigate perceived changes of teachers’ behaviours in their music schools. The findings highlighted the impact of the course for improving music teachers’ professional skills. Attending the course was an opportunity to discuss student-centred didactic principles, teaching methods, and practices in music education. Participants reported the development of a metacognitive attitude, a reflective teaching approach and a goal-oriented method to curriculum planning. The key factors that contributed to the effectiveness of the course as well as implications for designing professional learning activities for music teachers are also discussed.

Examining focus, duration, and classroom impact of literacy and mathematics professional development

ABSTRACTOver $18 billion is spent annually on professional development for in-service teachers. This study examined the focus, duration, and impact of professional development activities in which elementary (students ages 5–11) and middle school (students ages 11–14) teachers participated. Ninety-eight teacher-participants completed an online survey about their professional development experiences. In the analysis of literacy survey items and mathematics survey items, there were similarities in focus areas that received greater participation and areas that received less. There were also noticeable differences in frequency of participation in literacy and mathematics professional development. Comparisons between literacy and mathematics professional development indicated that more teachers reported participating in literacy experiences. This included workshops as well as ongoing support through planning meetings and mentorship. Overall, the consensus from teachers was that professional development was effective and has a beneficial impact on their classroom. Researchers share implications for the design and research of future professional development programs.

What do Dutch general education teachers do to facilitate the social participation of students with SEBD?

ABSTRACT Few studies have addressed the daily practice of applied teacher strategies aimed at facilitating the social participation of students with social-emotional problems or behavioural difficulties (SEBD). In this paper, we present two interlinked studies that address this topic. The main study reports on the development of the Teacher Strategy Questionnaire on Social Participation in the Classroom (TSQ-SPC). We tested the questionnaire’s construct validity by performing a second-order confirmatory factor analysis. The follow-up study presents the results of a survey of 163 Dutch general primary education teachers of inclusive classes using a modified version of the TSQ-SPC. It provides insights on the strategies that teachers apply in their daily practice to facilitate positive social participation of students with SEBD. The findings of both studies suggest that general primary education teachers apply a limited repertoire of strategies. Accordingly, there is an urgent need for further research focusing on the development of interventions and revisions of the pre- and in-service teacher development curricula aimed at adequately supporting and preparing general education teachers.

THE ROLE OF INDUCTION PROGRAM IN NEWLY RECRUITED TEACHERS’ ADAPTATION TO A NEW TEACHING ENVIRONMENT: A CASE FROM ANADOLU UNIVERSITY

Induction for newly recruited teachers is considered an important phase of professional development of in-service teachers. Carefully planned and implemented induction can act as a bridge between pre-service and in-service teacher education and foster the effective identity formation of newly recruited teachers. This descriptive study explores the effectiveness of an induction program designed for newly recruited teachers. The data for the study comes from semi-structured interviews with the participants, exploring different components of induction and how useful these components were perceived by the participants. The participants were generally content with all components of the induction and expressed positive views regarding the induction.

Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study

There has been limited research on the development of in-service teachers' self-efficacy beliefs across multiple school years. The current longitudinal study investigated (a) how teachers' self-efficacy beliefs change over time and (b) how teacher and classroom characteristics relate to these changes in a sample of 341 US American preschool teachers involved in a professional development intervention. Latent growth curve models indicated that teachers' self-efficacy beliefs increased, particularly for those receiving a coaching intervention. Teacher ratings of children's behavior problems had a negative effect on self-efficacy beliefs. Together, findings highlight the need for support of changing self-efficacy beliefs among in-service teachers.

Improving the Focus of English Learner Professional Development for In-Service Teachers

To improve the focus of English Learner (EL), professional development for in-service teachers who may have experienced gaps in prior preparation for serving ELs, this two-part study begins with detailed survey-based data collection and analysis of teachers’ perceived preparedness to serve ELs. The data highlights specific priorities for EL-focused professional development grounded in the Teaching English to Speakers of Other Languages ( TESOL) P-12 Professional Teaching Standards in the domains of language, culture, instruction, assessment, and professionalism. Based on those survey findings, the article shares recommendations for specific content to be included in EL-focused professional development for teachers who reported feeling underprepared to serve ELs. Finally, this study provides specific recommendations for school leaders in relationship to the study.

Improving science teachers\u2019 nature of science views through an innovative continuing professional development program

BackgroundThis study describes how teachers’ nature of science (NOS) views changed throughout an innovative Continuing Professional Development (CPD) program that provided sustained support throughout the process in a collaborative and reflective environment and activities that are consistent with the current curriculum and NOS tenets integrated within. Eighteen in-service science teachers enrolled in a yearlong nature of science, Continuing Professional Development (NOS-CPD) program. Data were collected by pre/post-interviews using the Views of Nature of Science-Form C (VNOS-C) questionnaire, and a post-interview using an open-ended questionnaire developed by researchers to uncover teacher reactions to the NOS-CPD program.ResultsThe results indicated that the NOS-CPD program improved the teachers’ NOS views more effectively than previously reported short-term teacher development programs, and thus, the findings should be useful for future studies in support of the professional development of teachers.ConclusionsThe article concludes with practical advice for implementing NOS-focused, in-service teacher development programs.

Understanding Student Participation in the Internationalised University: Some Issues, Challenges, and Strategies

The globalisation of higher education has resulted in an increasingly culturally and linguistically diverse student demographic and, with it, a number of significant challenges as well as frequently cited benefits. This article looks specifically at the issue of student participation, highlighting, in particular, its culturally contexted nature and the need for pre- and in-service teacher training and development programmes that raise teachers’ intercultural awareness and furnish them with the skills and strategies needed to manage the effects of diversity on patterns of participation in the classroom. It offers a number of concrete proposals for dealing effectively with participation-related issues in the classroom.

Analysis of the Problems of and the Suitable Solutions for an Initial Teacher Training Programme Conducted through the Distance Mode

Good teachers must be made. Many countries have adopted different models of Distance Education to provide initial training to unqualified teachers, expand opportunities for professional development of in-service teachers and increase awareness of teachers on educational reforms. Whatever the models used, all Distance Education providers are faced with challenging tasks in co-ordinating partners and agents in teacher education programmes where practical teaching and its assessment is involved (Robinson and Latchem, 2003:40). The Open University of Sri Lanka (OUSL), as a pioneering institution to introduce teacher training programmes through the Distance Mode, also has confronted problems in line with an initial training programme aimed at producing drama and theatre teachers to the school system. Thus, a comprehensive study has been carried out with a view to obtain an insight into the problems faced by different stakeholders, their root causes, and to uncover workable solutions within the context of Distance Education. Data was collected from three batches of student-teachers who have completed the programme, lecturers, co-ordinators, master teachers and some experts in the field and analyzed using both quantitative and qualitative techniques. The study sheds light on meaningful solutions to be applied for improving the quality of the programme concerned.

Relationship between Teaching Context and Teachers’ Orientations to Science Teaching

The social context available to science teachers is known to influence their classroom practices or pedagogical orientation. This study investigated how social context influences pedagogical orientations at three township schools in South Africa. The study employed a qualitative case-study design involving three Grade 9 Natural Sciences teachers. Data collection involved pre-lesson interviews; lesson observations using the Reformed Teaching Observation Protocol (RTOP); post-lesson interviews; and analysis of documents. Data were analysed using a constant comparative method. Findings revealed that learners’ socio-cultural practices, experiences and beliefs influenced teachers’ pedagogical orientations in two important ways. Firstly, their teaching became more process- and activity-driven. Secondly, teachers’ views about the goals of science teaching changed. Rather than a focus purely on curriculum coverage and exam preparation, building learner confidence, stimulating appreciation for the relevance of science, and motivating learners also became important. Implications drawn for in-service and pre-service teacher development programmes are discussed.

Understanding Science Teachers’ Classroom Practice after Completing a Professional-development Programme: A Case Study

This article reports a study aiming to understand the classroom practice of four grade 7 science teachers following an in-service teacher-development programme. Such studies are needed to contribute to knowledge about the effectiveness of professional development programmes. Clarke and Hollingsworth’s model of professional growth was used as a theoretical framework. Data were collected by means of interviews, lesson observations and document analysis. It was found that each teacher experienced professional growth in a personalised way, such as increased confidence, improved content knowledge, teaching strategies, practical skills, and valuing professional collaboration. All the teachers reported that their classroom practices have improved. Lesson observations revealed that three of the four teachers were enthusiastic and engaged their learners in practical work. Challenges such as lack of resources, poor language skills, and lack of higher cognitive levels in activities and questions were observed for all the teachers. An adapted model of professional growth has been proposed to represent the professional development of science teachers in poorly resourced schools.

What is Value of Reform-oriented in-service Teacher Development Attempts on Inquiry Teaching for Pedagogically Discontented Science Teachers? An Expectancy-value Perspective

In this study we investigated the value of reform-oriented in-service teacher development attempts about inquiry-based teaching, focusing on those teachers that experience some degree of pedagogical discontentment. For this purpose we used case study approach to research the problem in detail and we purposively selected three science teachers who experienced moderate level pedagogical discontentment. Six means of data collection were employed; four questionnaires and two interviews. Inductive qualitative data analysis and cross-case analysis were employed. The findings showed two of the participants found graduate coursework as effective, useful, interesting, important and cost-effective (effort and time) for improving teaching ability regarding inquiry-based teaching. However one of the participants suggested the Scientific and Technological Research Council of Turkey programs as effective, interesting and useful attempts. For cost factor the participants underlined importance of long-term benefits of these attempts. One of the cases stated that scientific education congress, introduction meetings, on-line portals of Ministry of Education and written documents are cost-effective, but such efforts are not effective in engaging teachers in considering inquiry.

Sustaining and Scaling Pedagogic Innovation in Sub-Saharan Africa: Grounded Insights For Teacher Professional Development

Developing sustainable and scalable educational initiatives is a key challenge in low-income countries where donor-funded short-term projects are limited by both contextual factors and programme design. In this concept paper we examine some of the issues related to in-service teacher development in the context of sub-Saharan Africa, grounded predominantly in our experiences of over 5 years of iteratively developing, refining and evaluating an intensive school-based professional learning programme for primary school teachers. “OER4Schools” integrates interactive pedagogy, Open Educational Resources (OER) and use of mobile devices (where available). The focus of this paper is on identifying what the main factors are perceived to be in sustaining and scaling up such a programme, from the perspectives of participating teachers, workshop facilitators and the research team. Synthesising our previous research and drawing on recent work in the field, we identify the key characteristics of effective and sustainable professional learning in low-resourced contexts. Such characteristics include effective peer facilitation, school-based active learning, explicit programme structure, appropriate scheduling and resourcing, and mitigating resource constraints through use of OER. Our conclusions thereby offer insights concerning the importance and impact of wider influences on participation and engagement of stakeholders and lead to recommendations for programme design and implementation, that should be taken on board by future initiatives.

Building Reflective Practices in a Pre-service Math and Science Teacher Education Course That Focuses on Qualitative Video Analysis

ABSTRACTThe use of video for in-service and pre-service teacher development has been gaining acceptance, and yet video remains a challenging and understudied tool. Many projects have used video to help pre-service and in-service teachers reflect on their own teaching processes, examine teacher–student interactions, and develop their professional vision. But rarely has video been used in ways more akin to qualitative education research that is focused on student learning. Even more rarely has this focus occurred at the earliest stages of pre-service teaching when students have not yet decided to pursue teaching careers. Yet here we argue that there are benefits to our approach. We examine a course for prospective pre-service math and science teachers at the University of California, Berkeley, that engages participants in qualitative video analysis to foster their reflective practice. This course is unique in that the prospective pre-service teachers engage in qualitative video analysis at a level characteristic of professional educational research, in that their analysis focuses on student learning of math and science content. We describe classroom activities that provide opportunities for the pre-service teacher participants to better observe, notice, and interpret their students’ sociocognitive activity. The course culmination project involves participants developing and teaching lessons in a high school classroom. The participants then videotape the lessons and conduct qualitative video analysis. Results include detailed examples of two selected prospective pre-service teachers demonstrating coherent and effective approaches to conceptualizing the learning and teaching of mathematical and science content along with some potential design principles for building reflective practices through qualitative video projects.

Creating a dialogic environment for transformative science teaching practices: towards an inclusive education for science

This paper focuses on the design and application of a teacher training strategy to promote the inclusive education of students with disabilities in the science classroom, through the creation of adult learning environments grounded on the principles of dialogic learning. Participants of the workshop proposal consisted of a group of twelve teachers who were working at various educational levels. Teacher teams proposed and implemented in their classroom, innovative, inclusive science-learning activities about a topic of their choice. Data were collected from interviews with teachers five months after the courses, teachers’ portfolios about their practice during implementation of such sequences, and researchers’ observations. The data suggest that it is possible to stimulate a gradual transformation of teaching practices through a teacher training proposal that promotes self-awareness and critical reflection, situated in the creation of meaning and a willingness to change in the spirit of solidarity and social action. We found elements to recommend the incorporation of these innovations at the curricular and practical level for teacher training schools and for in-service teacher development programmes in Mexico and elsewhere.

Technological pedagogical content knowledge development: integrating technology with a Research Teaching Perspective

Technological Pedagogical Content Knowledge (TPCK) represents the teachers’ professional knowledge needed to integrate technology in education. Following a design-based approach this study describes the strategies for designing and assessing an in-service science teacher education course. Data was obtained through interviews, questionnaires, using participant observation and analysis of in-service science teachers’ professional portfolios. A detailed description of the research methodology and findings is given, including an overview of the implications of the study. Results show that integrating technology with a Research Teaching Perspective (RTP) could be a way to develop innovative science lessons for students. Suggestions for the creation of a design framework for the development of initial and in-service science teachers’ TPCK are put forward.

Teacher Professional Development: International Perspectives and Approaches

Nations around the world are currently embarked in deep reforms of their education systems. There is widespread agreement among policymakers, scholars, and educators that one of the keys for success during these reforms is promoting the professional development (PD) of in-service teachers. Every year, governments invest astronomical amounts of money on teacher continuous learning. However, the literature shows that much of the PD offered to teachers is inefficient, having small or no effect on teaching practices and/or student learning. This monograph describes the perspectives and approaches to teacher PD of five nations heavily committed to research and/or practice in this field. Understanding how PD is structured in these nations may guide others in designing more favorable learning opportunities for their teachers. The article from United States provides a general framework regarding the features of high-quality PD and offers examples of recent effective initiatives. The four following articles describe the PD models of Australia, Hong Kong, Finland, and Singapore, among the highest-achievers in education presently. Because teacher continuous learning is a high priority in these nations, strong infrastructures for high-quality PD have been built to meet teachers’ needs and interests. The monograph closes with a contribution from Spain, the country where the journal Psychology, Society and Education is edited. The author discusses the five prior articles and reflects on how the ideas presented could improve the PD currently offered to teachers in other nations, particularly Spain.

A Smart Mobile Learning Conceptual Framework for Professional Development of UAE In-Service Teachers

Increasingly, mobile learning has been considered as a part of professional development due to its unique attributes: ubiquitous, flexible, highly personalized and easily accessible. It represents a paradigm shift for continuous professional development especially amongst teachers who have a tight working schedule. This paper will provide a conceptual framework for the design of a mobile learning course for UAE teachers’ professional development. It aims to assist teachers to continuously engage in professional development activities and mitigating challenges such as time constraints, suitability of training content, impactful strategies and personalization of learning. A smart conceptual framework based on the three important principles of learning design was developed and pilot tested. The main elements of the conceptual framework and the results of the pilot test are presented in this paper.

Becoming teacher-researchers: teachers’ reflections on collaborative professional development

BackgroundIn many educational settings, professional development (PD) for in-service teachers assumes particular significance in the wake of curricula reform. This is so that teachers are enabled to become familiar with new competencies that are aligned with new learning standards, and also that teachers may be supported in actively reflecting on their practice. In recent years, some models of PD that incorporate the qualities of sustainability, collaboration and classroom-based research have gained popularity. Classroom-based research with teachers, however, is not always considered by teachers themselves to be an attractive or meaningful model for professional development. This is due to the notion that teachers may be hesitant to engage in research, because of reasons that include a lack of time, weak motivation, a sense that it is a low priority and the belief that research results are irrelevant to the immediate needs of the teaching and learning situation.PurposeThis study aimed to challenge this perception by supporting teachers to become empowered to participate in classroom-based research. It was conducted in the context of exploring what needs to be improved in response to recent curriculum reforms in the Philippines. The study set out to analyse the reflections of in-service teachers who considered the significance of their partnership with university science researchers in a year-long, research-based collaborative professional development activity. As the professional development activity was in its early stage of implementation, it was hoped that insights could be gained into the important factors of the activity, to support its development and design.MethodsIn this qualitative study, teachers’ reflections about their collaborative research-based PD with university researchers were categorised. Data were obtained from audio and video-taped transcripts, supplemented by formal interviews. Qualitative thematic analysis of conversations was strengthened by using the constant comparison method of Grounded Theory in order to formulate themes from the data transcripts.FindingsResults suggested that through collaboration, sustainability, trust and commitment, the teachers recognised the advantages of classroom-based research in the improvement of their instructional capacities. Through the analysis of the teacher reflections, the study yielded three major themes that are significant in the consideration of classroom-based research: (1) increased understanding of classroom dynamics; (2) shared ownership and involvement; and (3) reflective practice to connect and resolve ideas against prior beliefs. With the full involvement of the teachers, it appeared that the classroom research-based PD employed in this study helped to empower teachers and assisted in eliminating negative notions of research: the PD became, instead, an opportunity for immediate learning.

A collaborative group study of Korean mid-career elementary teachers for professional development in music

Professional development for in-service teachers is necessary to meet the changing needs of students and society. This teacher collaboration study examined the experiences of mid-career elementary teachers in Korea in their music professional development. Research questions included: (1) What were the contents of discussion? (2) What was the level of participation among elementary teachers in a collaborative group? (3) How did the focus of the group change over time? The data collection included nonparticipant observation, participants’ reflective journals, researchers’ logs, and artifact collection. Findings showed that participants mainly discussed teaching strategies about music classes and reflected new knowledge that were closely related to confidence in teaching. In addition, teachers in this collaborative group played different roles throughout the group meetings depending on their expertise and interests, but there was also a need for a facilitator. Finally, teachers in the group gradually identified the importance of teacher collaboration for their professional development and attempted to be peer mentors for others outside the collaborative group.